The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data were collected from 91 normally achieving and 18 mentally retarded Indian children, currently enrolled in elementary schools. Data from an American comparison group were procured from the authors of the TONI. Subjects were matched on age, grade, and area of residence. Subjects were also from comparative socioeconomic backgrounds. Literature review of the theoretical framework supporting cross-cultural measurement of intellectual ability, a summary of major instruments developed for cross-cultural use, non-verbal measures of intellectual ability in India, and issues in cross-cultural research are discussed, with recommended methodology for test transport. Major findings are: (a) the factor scales derived from the Indian and American normally achieving groups indicate significant differences; (b) items 1, 3, 5, 8, 10, and 22 are biased against the Indian group, though overall item characteristic curves are not significantly different; (c) mean raw scores on the TONI are significantly different between second and third grade Indian subjects; and (d) mean TONI Quotients are significantly different between normally achieving and mentally retarded Indian subjects. It is evident that deletion of biased items and rescaling would be necessary for the TONI to be valid in the Indian context. However, because it does discriminate between subjects at different levels of ability, adaptation for use in India is justified. It may prove to be a more current and parsimonious method of assessing intellectual abilities in Indian children than instruments presently in use.